Academic Language Literacy

Marjorie C. Ringler

Marjorie C. Ringler describes a professional development framework to teach principals and teachers the value of Academic Language Literacy (ALL) as the key to academic success. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. This book addresses educators who are looking for a research based approach to improving academic success for students who come to school language deficient and deficient in the background knowledge necessary for success in school. An innovative approach to improving instruction illustrates that all teachers are language teachers if the language being taught is that of their content. Practical examples are included for instructional leaders to use when planning, implementing, and evaluating professional development. Teachers also get practical examples for integrating academic language literacy in all content areas. Strategies include both teaching and learning methods that promote academic language awareness and student-centered approaches.« lessmore »

Marjorie C. Ringler, EdD, is associate professor and director of the Master of School Administration Program in the Department of Education Leadership at East Carolina University. Her areas of research include academic language literacy, professional development, and instructional leadership.

Group #1. Native Speakers of English or Standard English Learners (SELs)

Group #2. English Language Learners (ELLs)

How do we deliver Academic language Instruction?An Overview of SIOP, CHATS and Six-StepsConnecting the Dots: How do these three models overlap?SummaryChapter 3. Content: Specific Strategies for Academic Language LiteracyIntroductionStrategies for a Linguistically Diverse ClassroomAcademic Language Learning Strategies

Vocabulary building

Four square

Personal dictionaries

Modified word walls

Shades of meaning

Rest in Peace (RIP)

Using Morphology

Reading and Writing Strategies

Sentence Frames

Paragraph Frame

HOTS Strategy

Bricks and Mortar

Hierarchical Tree Map

Split page note taking

Graphic organizers for note-taking or Deciphering text

Graphic Organizer for Concept Definition

Error Correction Manual

Summary

Chapter 4. Context: Creating Chief Educational Officers (CEOs)IntroductionPlanning Professional Development that Impacts Instruction and LearningProfessional Development and Levels of ImplementationProfessional Development and SustainabilityBooking Agent vs. CEOCEO and School ChangePrincipal as CEOSchool University Partnerships

This practical resource is designed to help administrators understand and support teachers plan rigorous academic literacy instruction for all students, including second language learners. The authors’ framework clearly integrates the content, the context, and the process for effective professional development and a ready-to-use list of strategies as a tool for learning language and content across content areas. A must read for teachers and administrators who believe all children can learn.— Sandra P. Mercuri, PhD, associate professor, College of Education, Language, and Intercultural Studies Department, University of Texas, Brownsville

Are you looking for a clear and concise explanation of academic language, along with strategies and practices to implement academic language literacy and how to develop a professional development plan for academic language literacy? This research-based and common-core aligned approach is appropriate for promoting academic language literacy in native English speakers, English language learners, and struggling students from a variety of backgrounds — in English mainstream and dual language classrooms. Though educators and administrators would find this book particularly helpful, professors and students in higher education and parents can also gain valuable insights into academic language literacy.— Kathryn Lindohlm-Leary, PhD, Professor Emerita, Child & Adolescent Development, San Jose State University

This is more than just another 'how-to' book based solely on research and disjointed field experiences. The authors speak from a multi-year endeavor during which they put research into action in a comprehensive fashion through Project CEO. The result was a learning experience for teachers who observed they are “better teachers because they now reflect more and plan deeper.— Dr. Mike Williams, Executive Director of UNC Center for School Leadership and Professor, North Carolina State University

Educator learning drives student learning. Ringler uses her experience in leading school change to unpack the roles and responsibilities of teachers leaders and principals who champion professional development, school culture, and school-based instructional improvement that lead to student success.— Joellen Killion, Senior Advisor, Learning Forward

Academic Language Literacy

Marjorie C. Ringler describes a professional development framework to teach principals and teachers the value of Academic Language Literacy (ALL) as the key to academic success. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. This book addresses educators who are looking for a research based approach to improving academic success for students who come to school language deficient and deficient in the background knowledge necessary for success in school. An innovative approach to improving instruction illustrates that all teachers are language teachers if the language being taught is that of their content. Practical examples are included for instructional leaders to use when planning, implementing, and evaluating professional development. Teachers also get practical examples for integrating academic language literacy in all content areas. Strategies include both teaching and learning methods that promote academic language awareness and student-centered approaches.

Marjorie C. Ringler, EdD, is associate professor and director of the Master of School Administration Program in the Department of Education Leadership at East Carolina University. Her areas of research include academic language literacy, professional development, and instructional leadership.

Group #1. Native Speakers of English or Standard English Learners (SELs)

Group #2. English Language Learners (ELLs)

How do we deliver Academic language Instruction?An Overview of SIOP, CHATS and Six-StepsConnecting the Dots: How do these three models overlap?SummaryChapter 3. Content: Specific Strategies for Academic Language LiteracyIntroductionStrategies for a Linguistically Diverse ClassroomAcademic Language Learning Strategies

Vocabulary building

Four square

Personal dictionaries

Modified word walls

Shades of meaning

Rest in Peace (RIP)

Using Morphology

Reading and Writing Strategies

Sentence Frames

Paragraph Frame

HOTS Strategy

Bricks and Mortar

Hierarchical Tree Map

Split page note taking

Graphic organizers for note-taking or Deciphering text

Graphic Organizer for Concept Definition

Error Correction Manual

Summary

Chapter 4. Context: Creating Chief Educational Officers (CEOs)IntroductionPlanning Professional Development that Impacts Instruction and LearningProfessional Development and Levels of ImplementationProfessional Development and SustainabilityBooking Agent vs. CEOCEO and School ChangePrincipal as CEOSchool University Partnerships

This practical resource is designed to help administrators understand and support teachers plan rigorous academic literacy instruction for all students, including second language learners. The authors’ framework clearly integrates the content, the context, and the process for effective professional development and a ready-to-use list of strategies as a tool for learning language and content across content areas. A must read for teachers and administrators who believe all children can learn.— Sandra P. Mercuri, PhD, associate professor, College of Education, Language, and Intercultural Studies Department, University of Texas, Brownsville

Are you looking for a clear and concise explanation of academic language, along with strategies and practices to implement academic language literacy and how to develop a professional development plan for academic language literacy? This research-based and common-core aligned approach is appropriate for promoting academic language literacy in native English speakers, English language learners, and struggling students from a variety of backgrounds — in English mainstream and dual language classrooms. Though educators and administrators would find this book particularly helpful, professors and students in higher education and parents can also gain valuable insights into academic language literacy.— Kathryn Lindohlm-Leary, PhD, Professor Emerita, Child & Adolescent Development, San Jose State University

This is more than just another 'how-to' book based solely on research and disjointed field experiences. The authors speak from a multi-year endeavor during which they put research into action in a comprehensive fashion through Project CEO. The result was a learning experience for teachers who observed they are “better teachers because they now reflect more and plan deeper.— Dr. Mike Williams, Executive Director of UNC Center for School Leadership and Professor, North Carolina State University

Educator learning drives student learning. Ringler uses her experience in leading school change to unpack the roles and responsibilities of teachers leaders and principals who champion professional development, school culture, and school-based instructional improvement that lead to student success.— Joellen Killion, Senior Advisor, Learning Forward